Bozeman School District Office for Gifted Education Gifted Support Services Plan I. Our Mission and Philosophy Gifted students possess academic talents and abilities that differ from those of their peers to such a degree that opportunities must be provided to help them develop to their greatest potential. In keeping with the Bozeman Public Schools goal to offer instructional programs that address differences in abilities, needs, and learning styles of all students, the Bozeman Board of Education is committed to the identification of gifted students and to providing appropriate educational experiences for those students. In keeping with this mission, the following overarching goals shape our plan for gifted services: To utilize a range of assessment instruments to recognize the students who are academically and/or intellectually gifted within the Bozeman School District To provide an array of service delivery options to meet the diverse needs of the students who are recognized as academically and/or intellectually gifted in the Bozeman School District To provide, for all certified staff and administrators, professional development that reinforces the goal and objectives of the gifted education plan To actively involve parents, school faculty/staff and community representatives in the continuous improvement of the gifted education plan To increase public awareness of gifted education plan II. Identification of Gifted Students Primary, K 2 3 rd and 5 th Grade 6 th, 7 th 8 th Grade MTSS Team referral Used for acceleration planning or Tier 2 or 3 soc/emotional concern CogAt administered to all students District-wide screening meetings MTSS Team referral New to district January: parent/student requests GATE screening Screening throughout high school district KBIT-2 135+ KBIT-2 130+ KBIT-2 130+ CogAT Screener 95%+ Parent or teacher rating 80+ Achievement at least one grade level above Review by MTSS team; may result in watch status Parent or teacher rating 80+ Achievement scores, M +/or R, 95% Parent notification of identification Achievement scores, M +/or R, 95% Review by MTSS or instructional team Parent notification of identification Teacher recommendation Writing sample Review and placement by BHS department committees
III. Curriculum Reflecting Students Needs Gifted students learn at a faster pace and to a greater degree of complexity than their age-level peers. These learners require modifications to the curriculum in order to reach their potential. In the Bozeman Public Schools, modifications may occur in the management of instruction, the delivery of instruction, or the adjustment of curricular content, student processes, or products required. Modifying or differentiating curriculum is ongoing, occurs at all levels, and may take any of the following forms: A. Instructional Management Options Instructional Management Options Elementary Middle School High School Individualization - one-on-one mentoring - on line learning - compacting - one-on-one mentors - Successful Learner Grants Grouping by Ability or Achievement - Walk to --, regrouping by subject - cluster grouping with differentiation - flexible within class grouping -enrichment activity groups (math, language) -ELA/Math Replacement curriculum - cluster grouping with differentiation - like-ability grouping, entire sections - within class flexible grouping - enrichment activities - like-ability grouping: GATE sections of core subjects Acceleration - single subject acceleration - grade skipping - single subject acceleration - whole grade acceleration - concurrent enrollment with BHS/MSU - grade telescoping (math) - Advanced Placement - continuous progress - concurrent enrollment with MSU B. Instructional Delivery Strategies and Methods Elementary Middle School High School - open-ended, creative thinking - workshop model (ELA and Math) - problem-based learning - enrichment/challenge groups: Continental Math, WordMasters - online instructional options - open-ended, creative thinking - workshop model (ELA) - problem-based learning - competitions (Science Olympiad, Math Counts, Science Fair, Scripps Spelling, National Geographic Geo Bee) - online instructional options - inquiry - group projects - simulations - problem-based learning - Socratic seminar
C. Curriculum Adaptations Teachers are encouraged and supported in developing specific classroom practices for differentiating content, processes, and products for Bozeman students. Differentiation may take a variety of forms, but must adhere to the following principles: Assessments are used to inform student-centered decisions Activities are standards-based, with clear learning outcomes Pacing, complexity and depth are varied, according to student need Students may be offered choice in assignments and products In specific cases or classrooms, the MTSS process is used to create a plan for gifted interventions. Team members discuss, commit to, and follow up on precise, targeted interventions for individual students or for small groups of students sharing similar need. Tier 1 Interventions Tier 2 Interventions Tier 3 Interventions Pre-assessment Specific Skills-based Curriculum Social/emotional/behavioral With suggested guidelines for for Gifted Learners Needs Requiring 1:1 Support response William and Mary, M3 for Interventions Curriculum Compacting Curriculum Compacting Curriculum Compacting Tiered Instruction and Assignments For depth, complexity and higher order thinking Learning Contracts/Independent Study Grouping Strategies To allow a like-ability learning cohort Social/Emotional Small Group or Individual Support with support from Counselor/Psychologist Online Skills-based Programs e.g., Kahn Academy Mentoring Single Subject Acceleration Grade-Level Acceleration Distance Learning IV. District Support Services Bozeman School District s Long Range Strategic Plan (LRSP) is a comprehensive plan for maximizing learning for every Bozeman student. The LRSP contains specific district goals for strengthening services to gifted learners and increasing program impact. It is a plan that calls upon many levels of school personnel to achieve the goal of personalizing instruction for students. The LRSP can be viewed at: Bozeman Long Range Strategic Plan A. Administration and School Board The PEAKS Program receives direct support from Administration and the School Board in the form of funding, training, materials, and decision-making. Principals, the Curriculum Director, and the Deputy Superintendent Instruction all serve on the Gifted PLC and meet regularly with Gifted Coordinators about program specifics. B. Gifted Coordinator/Curriculum Specialist The district coordinators serve in a supportive role with teachers, students, and parents. This role entails:
coordinating screening and identification procedures facilitating best practice accommodations for gifted learners training teachers in best practices for gifted learners contributing to MTSS decision-making process for gifted learners coordinating implementation of Tier 2 and Tier 3 interventions facilitating district- and community-wide communications about issues of importance purchasing and distributing materials for interventions training, placing, and supporting parent volunteers and university mentors C. Psychologists Psychologists in Bozeman schools may be called upon to support gifted services in the following ways: testing, test interpretation, parent support, individual student plans, and social and emotional growth issues. A psychologist contributes expertise on the Testing and Identification Committee. D. Counselors District counselors are available for supporting social and emotional needs, assisting with curriculum advice and course placement, college planning, and decision making about identification. As active members in MTSS (Multi-Tiered System of Support) discussions, counselors play a role in individualizing programs for gifted learners and in monitoring the success of interventions. E. Curriculum Specialists and Classroom Teachers These team members have tremendous impact on services to gifted learners in Bozeman. Because much of the adjustment made for gifted learners takes place day to day in the regular classroom, the impact of teachers involvement in gifted education cannot be underestimated. Curriculum specialists and teachers in the district support gifted programming in the following ways: teaching teams coordinate for flexible grouping across grade levels teachers are represented in a Professional Learning Community specialists facilitate best practices in implementing high-level curriculum teachers call upon Coordinator to support individual classroom initiatives teachers use regional (SWMSSS) and statewide (AGATE) organizations for training V. Parent Involvement Parents play an integral role in successful school experiences. The Gifted Education office works with parents in several ways; some designed to support parents in the uniquely challenging task of raising gifted children and others designed to use the parents wisdom and energy to strengthen services in the schools. Parent provisions include: parent meetings with teaching teams and counselors SENG (Supporting Emotional Needs of the Gifted) parent group lending library 3 4 meetings per year with parent group leadership team open house following identification to answer questions and share resources opportunities to volunteer: Continental Math League, Lego Club, Destination Imagination, WordMasters, Junior Great Books, and other teacher preferences
VI. Professional Development Training in strategies appropriate for gifted students benefits all students. Teachers are given multiple avenues to pursue training in recognizing and serving gifted learners. Additionally, the Gifted Coordinators participate in learning opportunities at state and regional levels in order to access current research and best practices to inform district decision making. The primary vehicle for sharing topics and research of relevance to teachers serving gifted learners is the newsletter published bi-monthly by the Office for Gifted Education. Principals are required to share this newsletter with all staff and they are requested to take a moment at staff meetings to foster brief discussion of the monthly topic. Training of teachers for effective instructional management, instructional delivery, and curriculum adaptations for the gifted will be aligned with district goals and current Professional Development priorities. Additionally, training in identification of gifted students, critical and creative thinking skills, extending the CCSS, and differentiation strategies will take place. VII. Program Evaluation The effectiveness of gifted programming in Bozeman Public Schools will be evaluated with consideration of the following areas by the Gifted Program Coordinator, Director of Curriculum, and Deputy Superintendent with input from members of the Gifted PLC and classroom teachers. Parent and student input will be solicited by survey when appropriate. student growth program services identification teacher training and support